Anti-Christian Pro-Islam

ANTI-CHRISTIAN / PRO-ISLAM

We at Operation Jericho Project strongly encourage those with children still in public schools to review the textbooks used at your child’s school as well as the additional curriculum materials used in their lessons. The information contained on this page is just a small sampling of how the Islamic influence has become a part of our nation’s public school education system. The amount of Islamic instruction will vary in the school districts. This is one of the many reasons that we at Operation Jericho Project recommend removing children from public schools.

All across the United States, the Common Core State Standards have been implemented, and guess who is behind this push: None other than the Muslim Brotherhood’s number one front organization… The Islamic Society of North America (ISNA).

This brochure will give a brief overview of how today’s Social Studies textbooks “omit essential data and provide indoctrinating narratives that devalue Israel, Judaism and Christianity in favor of Islam.” Download this brochure here.

FIVE PILLARS OF ISLAM is taught to our nation’s children but parents won’t find THE TEN COMMANDMENTS in the same textbook.

Pearson, the world’s leading pre-K-20 educational publishing company, is “dedicated to working with educators to change the way America thinks.”

To accomplish this, today many Social Studies textbooks omit essential data and provide indoctrinating narratives that devalue Israel, Judaism and Christianity in favor of Islam.

Typical is Prentiss Hall’s “World History,” which devotes a 72-page chapter to Islam and only small paragraphs about Judaism and Christianity which are embedded in other chapters.

One paragraph from page 175 of McDougal Littell’s “World Cultures and Geography” about the “Influence of the Church”: Sometimes Native Americans accepted Christianity willingly. Sometimes, though, they were forced to become Christian against their will.”

The authors neglect any further explanations of this statement leading to a negative conclusion about Christianity.

Exposing the light treatment and revisionist history given Islam in public schools

For far too long now, educators have gotten away with presenting a sanitized version of Islam in our public schools. Some times this is done intentionally by instructors who toe the politically correct line so prevalent these days and wish to say nothing that might in some way “offend” someone else, even if it is the truth. At other times, educators have no choice in the matter, as they are required to teach from accepted and approved curriculum.

Additionally, textbook publishers portray a very rosy version of Islam in mainstream publications, while at the same time denigrating other world religions to cast them in a much less favorable light compared to the view Islam receives.

News stories featured at this site exposing the pro-Islam instruction in our nation’s schools:

Muslim Brotherhood has joined up with the Dept. of Education and brings their curriculum online

The teaching of Islam in our public schools is not only in the textbooks, but online as well. In 2011 a Muslim Brotherhood-linked organization, The Qatar Foundation International, or QFI, partnered with the U.S. Department of Educationand the State Department to facilitate an online program aiming to connect all U.S. schools with classrooms abroad by 2016. This is known as the “Connect All Schools” project and hundreds of U.S. schools are already participating.

Connect All Schools is about connecting our children to the culture of other nations with Online learning.

Connecting schools to fulfill Obama pledge

The Qatar Foundation International, or QFI, in 2011 partnered with the Department of State and the U.S. Department of Education to facilitate matchmaking between classrooms in the U.S. and international schools through something called the “Connect All Schools” project.

QFI, funded by the Qatari government, the initiative was founded in response to Obama’s call in his June 2009 speech to the Arab world in Cairo, Egypt, to “create a new online network, so a young person in Kansas can communicate instantly with a young person in Cairo.” more….

Turkish Charter Schools

Families who believed they were fleeing the horrid education of public schools by choosing the “conservative school choice option” of charter schools, are now learning that their school is operated by Fethullah Gulen who is the most powerful religious leader in Turkey today, even though he lives in Pennsylvania.

The goals of the Gulen movement

Berrin Koyuncu-Lorasdaği (The Prospects and Pitfalls of the Religious Nationalist Movement in Turkey: The Case of the Gülen Movement, Middle Eastern Studies, 46(2):221-234) says “…the Gulen movement basically has two goals. The first concerns raising a new type of generation, a ‘golden generation’ of modern Muslims who are deeply spiritual and close to God and equipped with values such as faith, love and a belief in knowledge and science. They will be able to compete scientifically and build a new world by taking account of national and global developments. …. The second goal of the movement based on educational activities is a global intention to introduce the long history of Turkish culture to the world and to spread Turkish identity in two ways: firstly, by directing people who live in European countries to raise their children in the ‘Turkish way’, and secondly, by establishing a pan-Turan ethnic politics in Central Asian countries which stresses pride in Turkicness. In short, the aim is to create a morally superior and scientifically competitive Turkic world.”

Fethullah Gulen, allegedly “the most dangerous Islamist on planet earth,” is alive, well, and living in Pennsylvania with over $25 billion in financial assets.

From Pennsylvania, he has toppled the secular government of Turkey, established over 3,000 schools throughout Central Asia, the Middle East, Europe, and the United States, created a new country called East Turkistan, and formed a movement that seeks to create a New Islamic World Order.

A partial listing of the Gulen schools throughout the U.S.A. is listed in this article. Parents need to be aware that their child’s “science academy” my be teaching their child the Islamic culture.

For more than twenty years, I have been working to expose anti-Christian bias within America’s popular curriculum. But it wasn’t until I ran across a copy of Curriculum Standards for SocialStudies(NCSS),1 published by the National Council for the Social Studies under a US Department of Education grant, that I realized the force of law was now driving an agenda to undermine Christian principles.

According to the NCSS standards, “…the dominant social, economic, cultural and scientific trends that have defined the western world for five centuries are rapidly leading in new directions.”2

The “dominant trend” that defined Western civilization was, of course, the Judeo/Christian worldview. But rather than seeking to defend and protect these ideals which founded our nation, the NCSS explains its new mission: “The United States and its democracy are constantly evolving and in continuous need of citizens who can adapt… to meet changing circumstances. Meeting that need is the mission of the social studies.” 3

Can it be any clearer? Rather than teach America’s history and preserve her founding principles, the new mission of social studies is to prepare our children to adapt – to the transformation of America. In fact, the NCSS are missionaries of a new religion operating in the field of American education. These particular missionaries have government backing, free reign with captive children, and operate under the radar of most Christians – who place their children in government schools.

I find three primary methods publishers use to undermine Christianity within the Social Studies curriculum. All have one purpose – to convince our children to reject Biblical Christianity and to accept a secular pagan worldview:

1. Censoring America’s Christian Heritage

America’s founding ideas are rooted in the Judeo/Christian worldview. Even the few Founders who might not have been doctrinal Christian regarded these principles as the best source for moral self-government, liberty, justice, and establishing the proper function of government.

It was Benjamin Franklin, for example, who called for prayer on June 27, 1787, at the Constitutional Convention to open each session of Congress. Quoting the Gospels several times, Franklin reasoned, “I have lived, Sir, a long time, and the longer I live, the more convincing proofs I see of this truth – that God governs in the affairs of men. And if a sparrow cannot fall to the ground without His notice, is it probable that an empire can rise without His aid? ”4 Founding Father Noah Webster explained the same idea in his History of the United States textbook for schools: “Our citizens should early understand that the genuine source of correct republican principles is the Bible, particularly the New Testament or the Christian religion.”5

Today, by contrast, textbooks not only omit these facts, they purposely distort them to support their transformational goals. For example, under the heading “Roots of American Government,” a popular seventh-grade Houghton Mifflin Social Studies textbook explains: “Enlightenment thinkers in the American Colonies were excited. Here they were, the first people in history to have the chance to create an entirely new government based on Enlightenment Principles.”6 The textbook offers, as evidence, a study of 15,000 political writings published during our founding and conclude that “the authors most often quoted were… all part of the Enlightenment.”7

Unfortunately, the textbook censored an important fact. Besides falsely characterizing some figures as Enlightenment thinkers, the textbook fails to mention that the study actually proved that the Founders quoted the Bible nearly twice as often as the top three individual sources combined. 8

Facts that get in the way of an agenda are censored or distorted.

2. Association Propaganda

A powerful method of indoctrination is to associate Christianity with negative events so children begin to associate Christians with evil. For example, note the associated words highlighted in the following passages from popular textbooks:

“Understanding Imperialism: [Defined as] economic and political control of other nations. …Many imperialists believed that they had a God-given mission to spread Christianity.”9

“A total of 160,000 Spanish inhabitants, mostly men, had subjugated some 5 million Indians – all in the name of the gentle Jesus.” 10

So-called Critical Thinking questions then force children to identify the associations. Even during lessons on the Roman Empire, the tables are cleverly turned against Christians. For example, in one textbook lesson on the Roman Coliseum, “persecution” is simply defined as “the act of being harassed for differing beliefs”12The lesson plan instructs the teacher to “Tell the students that persecutionof Christians in the early days was occasional and local…” but makes no mention that Christians were martyred for their faith. The text then labels Christians as the true persecutors: “Christians made fun of [rural people and their old beliefs in gods and goddesses] by calling them pagani, meaning ‘country people’ or ‘hicks.’ This is the origin of the word pagan.”

The purpose of Outcome-based Social Studies is not accurate history (or accurate Latin), but a social agenda. The lesson ends with a Role-Playing exercise (another form of association propaganda); as students are directed to “take the role of a traditional Roman disturbed by the rise of Christianity, and write a letter explaining why he or she is opposed to the new religion.”

Textbook publisher D.C. Heath has been especially good at associating evil groups to Christian ideals: First, they get students used to the term:13 “Fundamentalist Christians” and then highlights “another fundamentalist group” – the KKK. A quotation, not dissimilar to complaints Christians make today is presented in a side-bar: “One by one all our traditional moral standards… were disregarded. The sacredness of our Sabbath, our homes, chastity, even our right to teach our own children in our own schools fundamental facts and truths, were torn away from us.”The attribution is to “Hiram Wesley Evans, Imperial Wizard of the KKK, in 1926 moving describing the cultural grievances that inspired the Klan…”

Whether or not Evans actually said this is irrelevant; four minutes of research will prove these were not the grievances that inspired the Klan to form. A textbook publisher that knowingly repeats a lie is party to it. The point, again, is not accurate history; rather it is to teach children to distrust or reject Christians who make similar complaints.

3. Contextual Redefinition

When censorship is impossible, or association propaganda too obvious – as when dealing with our Founding documents, publishers simply change the meaning of words to fit the desired outcome. For example, Houghton Mifflin teaches, “When Jefferson wrote ‘all men’ are equal, he really meant ‘all citizens,’ women and blacks were not included.”

Nonsense! First of all, Jefferson wrote all men are “created” equal, suggesting that all people are equal in God’s sight. Second, in Jefferson’s day, the term “men” was often used to denote the species “man-kind,” not a specific gender. Also, Jefferson’s appeal to end slavery were very clear in other writings including his Notes on Virginia summarized on the wall of the Jefferson Memorial: “God who gave us life, gave usliberty! And can the liberties of a nation be secure when we have removed a conviction that these liberties are the gift of God…”

Undermining our Founders is necessary in order to bulldoze the Founding Christian principles – the true source of liberty.

A few textbooks have begun (in the name of Multicultural Diversity) to include lessons on various religions. Unfortunately Christianity is undermined while every other religion is presented in a positive light. For example, the textbook My World – Adventures In Time and Place demotes Jesus to a “teacher who learned the Jewish religion and then started his own religion.” In six pages that pertain to Christianity, there is not one mention that Christians believe Jesus was the Son of God, came to die in our place, nor that He is said to have fulfilled Jewish prophecy.

I gave this same book to a Muslim friend of mine and asked him to assess the segment on Islam. He nearly wept with happiness telling me, “school children are finally learning the deep truths of Islam.” In fact, the questions and assignments following Islam and Hinduism do require a deep understanding of their doctrines – always presented as fact. But the questions following Christianity are trivial at best and have nothing to do with even basic doctrine.

Christian patriots need to realize that their children are being stolen from under their noses. Most won’t realize it until it’s too late. The textbook examples offered here represent just a tiny sample of anti-Christian bias. Unfortunately, the government provides these textbooks free to Christian schools willing to take them – and many do!

Beware of any school that builds its house on sand simply because the sand is free! Put your children in schools that understand how a Biblical worldview impacts every aspect of life, and therefore every subject. Theology is just one aspect. Not all Christians hold a biblical understanding in economics, mathematics, sociology, history, and civics.

Parents alone hold the responsibility to train their children in the way they should go, regardless of who is hired to carry out that duty.